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YOUR AUSTRALIAN REPTILE PARK VISIT The following Leader's guide questions are also ordered according to the animals & their exhibits. THE FOCUS… General motivation, stimulation and development of students' observational skills & conceptual thinking. THE OBJECTIVE… For students to clarify, develop or answer their own questions in their interest area or specified study area. THE GUIDE… These questions are 'the guide for the guide'. Use at your own discretion according to individual interests & class study requirements. THE FACTS… A few animal facts are included for the guide to elicit according to appropriate level & language development. Otherwise read & discuss information on signage during your visit to the Park. For further information prior to your visit usk on our website: www.reptilepark.com.au

Guide for the Guide

ES1 – S1

CRITTERS IN YOUR GROUP

1. ________________________________________ 2. ________________________________________ 3. ________________________________________ 4. ________________________________________ 5. ________________________________________ 6. ________________________________________ 7. ________________________________________ 8. ________________________________________ 9. ________________________________________ 10. ________________________________________ 11. ________________________________________ 12. ________________________________________ 13. ________________________________________ 14. ________________________________________ 15. ________________________________________

LEADER… ~ You do not need to follow these sheets exactly. As the title suggests it is simply a guide. ~ You’ll find that the order of the topics is generally related to the Reptile Park Map. However, you don't have to take this path. See what you like when you like and simply turn to the appropriate section in your guide. ~ You can select questions and ideas from the information provided or devise your own. Included are a few extra facts that you may use to motivate the children interest. ~ You can also use the information posts and signs placed around the park. Maybe your group can read to you! ~ Remind your group to use their eyes to see, ears to listen and voices for quiet discussion with the people around them. Some animals are sensitive to noise and will hide.

KANGAROOS AND EMUS – Alike and very different.

Both these animals eat similar foods and will travel long distances to find food (grasses). But they are very different animals. - Look at the way they move around. Perhaps with a partner, one of

you could move like a kangaroo and the other like an emu. What else is different? - their feet (padded furry paws and bony claws) - running? (both feet at the one time and the other uses their feet

one at a time) - what about their skin covering? (feathers – fur) - what about their mouths? Describe the differences - wings – front feet - what about their babies? (one lays eggs the other nurtures a live

baby in a pouch) - What else can you find that is different between the two and what is

alike?

GALAPAGOS TORTOISE - How would you describe the tortoise? - Describe the character the tortoise might have? - What sorts of things does the tortoise eat? - Look at the trails made by his feet, what does this tell about the way

the tortoise walks? Activity: You might get the children to look closely at how the tortoise moves. Have the students spend a minute just moving as slowly as the tortoise.

TASMANIAN DEVIL - What sort of character do you think this animal has?

Tasmanian Devil babies can be quite affectionate and playful in captivity, however, as adults they can be cranky and unfriendly (aggressive).

- The Tasmanian Devil eats mostly Wombats, Possums and small

Mammals. What features would help it eat these animals? The large head and neck with powerful jaws and strong teeth.

- What features would help this animal hunt its prey at night?

As the devil is nocturnal its black colour makes it difficult to see. The Devil also has long whiskers & a big black nose that helps it sense its way and move quickly.

- The 'Loony Toons' Tassy Devil (Taz) makes strange noises.

Can you make those noises? Do you think the 'real' Tasmanian Devil makes these noises? They do…growls, grunts, eerie screams & yelps.

Point of Interest: The Female gives birth to up to 4 young once a year. They crawl up into her rear-facing pouch where they stay for about 15 weeks. Why do you think they have a rear-facing pouch?

KOALA

(Go through the Nature Walk Entry) - What do Koalas eat?

Eucalyptus Leaves - Why do you think Koalas just sit still all day?

Koalas can be very active before feeding because they are hungry & looking for food (See our 12.30pm talk). But once they eat then they sleep. It takes a lot of energy to digest Eucalyptus leaves so they need to rest while this is happening. Compare this to when children eat lollies (sugar gives lots of energy) but these leaves work in the opposite way.

- Look at the trunks of the trees; try to look at the Koala’s feet to see

the claws that enable them to climb up so high. Notice the scratches on the perches!

- Are Koalas ‘bears’?

They may look furry & cuddly but are still wild animals (they have strong claws & powerful crushing teeth). They are not related to bears in any way. Koalas are one of Australia's unique native Marsupials like the Wombat and Kangaroo (i.e. they all have pouch in which they keep their young).

AMERICAN ALLIGATORS - Why do you think they lay in the water like so? - What part of their bodies can you see on the surface of the water?

Why do you think these parts are sticking out? - How long do you think they are?

Compare your own length or that of an adult. - Can you see any Gators on the Banks of the Lagoon? What do you

think they are doing? Why aren't they in the water? - How many can you count in the water, on the bank or both?

Miniature WATERFALL This is an opportunity to stop, look and listen to the environment. Children could close their eyes and relax. - What sounds can you hear? Who can hear leaves rustling, water

running, birds chirping and children’s voices? What else can you hear? Can you hear yourself breathing? Can you hear an ant crawling on a leaf?

- What does the area smell like?

Dampness, soil, plants, strong smells or faint smells? - Open your eyes now make a little window with your hands and

describe what you can see in your window to the person next to you. Can they find the spot you are looking at?

- Have the children name as many colours as they can see…

Not any of the colours on their clothing! - Have the children touch different surfaces and describe what they

feel like... - Look at the ground among the bushes. What can you see? Would

this be a good place for small animals to hide and live? Lizards, Snakes, Insects

BLACK COCKATOOS, PHEASANT COUCALS & GANG GANG COCKATOOS AVIARY

Black Cockatoos are like Koalas in that they like mainly one type of food best… Casuarina Seeds. - What ways can we help to look after this bird?

Don’t cut down native Casuarinas and plant more - Look at the Black Cockatoos beak. What shape is it? Do you think it

would be strong? The beak is strong so it can break up the hard seeds

Pheasant Coucals - Can you make the sound of a Coucal? - How does it move about? Do you think it might fly? Gang Gang Cockatoos - One of the Gang Gangs is the female and one is the male. Which

one is which? Males have the red head.

- Why do you think this is the case? Male attracts female. He needs to be 'beautiful / pretty' to attract a mate. This is what happens in the bird kingdom.

KING PARROT, EMERALD DOVE, GREEN CATBIRD

& SATIN BOWERBIRD AVIARY

- Which bird do you like the best? Why? - Describe the noises of the birds? - Which ones are King Parrots? What colour are they? What is

different about them? Red coloured head is the male, like the Gang Gang Cockatoo

- Where do you see the Emerald Dove?

… on the ground. - Why do you think its there?

…to eat the fallen fruit and seeds on the ground - Why do you think the Green Catbird is called a Catbird?

… because its call sounds like a 'meow'. Satin Bower Bird - Look at the beak of the Bower Bird and compare this beak to the

Black Cockatoo. How are they different? The Black Cockatoo powerful beak crushes fire-resistant fruits to access the seeds and the Bower Bird's beak is slender to eat rainforest fruit & worms

- What do you think the ground nest-like feature is? What do you think it is used for? The Male Bower Bird actually builds this bower to attract the female. He decorates it with anything blue and then struts around singing to lure the females to him. They then mate and go their separate ways.

OWL FLIGHT Children should observe the different features, postures and behaviours of the birds in the 'Owl Flight' i.e. Barn Owls, Boobook Owls and Tawny Frog Mouths

- Why would the Owls rest in trees like these? For Camouflage as they sleep in the day these trees hide them well.

- What Owl is the most camouflaged?

The Tawny Frog Mouth almost vanishes when it sits quietly on a branch. The colouring of this Owl camouflages it well. During the day, these birds roost quietly in the trees. With heads turned upward and eyes partly closed they blend in well with the branches. At night they fly to the ground to hunt insects and spiders.

- How different is the Bower Bird to the Boobook Owl? Compare what these 2 species were doing when you looked in the enclosure. The Bower Bird is active by day and the Owl at night.

Take a stroll through the rest of the NATURE WALK.

What do you see?

WOMBAT BURROW - What large burrowing Mammal do you think made this hole? - Ask your group if they know the Song 'Dig, Dig, Dig like a Wombat'.

Can they sing it for you? Do they know the actions too?

BAT AVIARY

- Look to the top of the enclosure. What is hanging upside down on the roof of the enclosure? Is it a bird? What are they hanging on with?

- Listen to the sound it makes. Can you make that sound? - What kind of skin covering does it have? What might it feel like to

hold? - Where do you think you might find them in the bush during the day?

In dark places like Caves and Trees (Trees that have lots of leaves so they can hide). Usually where they can all be together as they like to live in groups.

- What animals can you see on the bottom of the enclosure?

Ground dwelling birds such as Plovers and Bush Stone-Curlews.

- What other interesting birds have you found in this aviary? Discuss different behaviours, colours and features. White Headed Pigeons, Wood swallows, and Rose Crowned Doves

CASSOWARY

- Can you find the Cassowary Bird among the Bush? It may be hard to find to see because they like to hide in thick bushland. Here they build their nests and hide away from other animals.

- Can you see the Cassowary that is brightly coloured? Both Male & Female are but the chicks are brown & striped

- Guess who stays home to mind the babies…

The Male

PARMA WALLABY These animals prefer dense bushland during the day to sleep. They search at night for food. - Can you tell the difference between the Parma Wallaby and the

Kangaroo? Size & shape

- What features of other well-known animals does the Parma Wallaby

have? Looks similar to a Possum, has legs like a Kangaroo (it hops too!) and big almost Rabbit-like ears.

CAPE BARREN GOOSE These birds do not like uninvited visitors. They get very angry if other animals come near their homes. - Can you make the same sound as the Cape Barren Goose? - Notice their feet & feathers. How is this helpful when living in and

around water and muddy areas? Webbed feet help with swimming and feathers naturally repel water

WOMBATS These animals sleep during the day and graze at night on grasses. - Can you see the Wombat's feet?

They have very long, sharp and strong claws.

- What might those claws be useful for? Remind the children of the Wombat burrow on the Nature Walk. They use them for digging burrows and gathering food.

- Where do you think the Wombat might keep their babies safe? They have a backward facing pouch

DINGOS - Have you heard the Dingo today? Were they barking?

No, they can't but you'll hear them howl

- Why do you think their enclosure was built with high walls? The Dingo is Australia's largest Mammal Predator i.e. they hunt other animals for food. Oh no, they could eat some of the other animals at the Park…and they would.

ECHIDNA

These animals are like the Platypus in that they lay eggs. Like the Platypus they keep the egg warm with their body until it is hatched. The newborn baby stays attached to the mother to keep warm and to suckle milk from the mother. - Do you think this animal would be cuddly? What might the spines

be useful for? Protection, who would want to pick up something that spiky? Ouch!

- They have a long sticky tongue. What might they use that long tongue for? To get into crevices to collect insects and ants

- Can you see their feet? What might they be useful for?

Digging burrows and getting into ants nests

Elvis THE CROCODILE

Crocodiles normally live in warmer parts of Australia compared to the central coast. The water in this pool is warm and salty, similar to where he would live. - Can you see any of his teeth when his mouth is closed?

When you see the Alligators, perhaps your group would notice if you could see any of their teeth when their mouths are closed?

- Crocodiles and Alligators have slightly different shaped snouts. Can you tell the difference? Alligator’s snouts are broader and shorter in proportion to a Crocodiles

- Do you think Elvis's skin would be hard or soft? It is a type of skin called Keratin. Your Fingernails are Keratin. Rub you nails that is what Elvis's skin feels like except a lot bumpier in places and softer in others.

REPTILE PITS - Ask the members of your group what sort of animals they think they

will find here. - Ask them to describe what they can see

…animals & environment.

- What are the animals living in? Where did you find that one? …amongst little shrubs, under rocks, on sand, in the water etc

- Is it damp, dry, open to the sun, bushy with lots of leafy plants?

Explain that the ARP is trying to copy the habitat / place you find these animals in the wild.

Eastern Long-necked Turtle These turtles look for food in muddy rivers, swamps and ponds such as fish, tadpoles, frogs and small crustaceans. They can use their front claws to break up food that is too big to swallow. If the weather is very dry they can bury themselves under leaf litter and in mud to keep moist. - Notice the skin on the turtle. What might it feel like to touch? - How might the shell help to protect the turtle? - The turtle has special feet. How do you think these feet would be

useful when living around muddy, wet areas?

Lizards

- What is their skin like? - What colours are they? - Describe their legs

x 4, short with fingers/claws, some have long claws etc

- Can you see their ear openings? Unlike snakes, lizards have ear openings & can hear

- How are they moving about? Quickly, sprightly, clumsily, jerkily, smoothly?

- Are there any Lizards sun baking?

We call this basking - Why might they be doing this?

What is the weather like today? Discuss how in the cold weather you might not see them move or see them at all. We call this hibernation. Look in the ‘Lost World of Reptiles’. The animals in here will be visible &/or moving. This has everything to do with being warmer in here. The lights give out heat > reptiles are cold-blooded > they need heat for energy > not food like in humans etc

Snakes - Can you spot any snakes?

Snakes are effective at the art of camouflage. They are short (only an inch or so high in some cases) and even though their scales are shiny, they blend in well to the tussock they are wrapped around, rock they are sitting on. They are also silent…they will hardly give away their position by making noise.

- Where are they?

On/under a rock, in grasses, in water etc - Why do you think they are there?

Hiding, basking, waiting for food (prey) - How are they sitting?

How are they moving? Coiled (to keep heat inside), spread out in a line / flattened out (heating up in the sun), slithering, swimming (red bellies & tigers are renowned for their swimming ability). Use a part of your body to show how the snake is sitting or moving.

- What colour are they? What patterns can you see on their scales? Red Belly Black Snakes - black & red Black to camouflage & heat up quickly but also looks like a danger sign when matched with red! Tiger Snakes – Striped brown & yellow, shades of grey etc. The colour of the Tigers varies with habitat so they can blend in. But this may also depend on climate Eg. The ones in Tasmania are jet black because it can get very cold down there. Remember…black heats up quicker & reptiles need to heat up to go about their business (moving, feeding, striking etc). Think about it…we see more reptiles in Spring & Summer than the other seasons. Try this experiment – go outside with a white shirt on & then with a black shirt on. In which shirt do you get hotter the quickest?)

- What do you think they would feel like?

PLATYPUS The Platypus finds food at the bottom of muddy rivers. They eat other animals such as worms, yabbies and insect larvae. - Can you see the snout and feet? Why would these be useful to

have? They have a duck-like snout for scooping up mud to find food, webbed feet for swimming and sharp claws for digging burrows.

- How do you think the Platypus breathes? They come to the surface of the water to get air through two holes in the bill.

- Do they sleep underwater? The Platypus digs a burrow above the waters edge in the muddy bank.

- Check out the Platypus breeding ponds. Can you find a burrow?

They are man-made boxes with sphagnum moss, seaweed, dirt and leaf litter in them to help promote breeding. They are artificial burrows made to simulate the natural habitat of the Platypus.

Point of Interest: The Platypus usually lays two eggs in the burrow and keeps the eggs warm with her body until they hatch 2 weeks later.

Teachers Notes

ES1 – S1

ORIENTATION TO THE PARK Orientation to 'The Park' can occur prior to your visit, with a revision upon arrival. You could decide to orientate the students by using the map included in classroom activities*. Upon arrival see reception to clarify the whereabouts of facilities (demonstration pit, toilets, kiosk, undercover areas, gift shop etc). Our friendly reception staff will…

• inform you of your 'Educational Talk' times • offer you a 'rule sheet' for you to explain to your students • give you the chance to have your say about your day! A

feedback form will be available on your arrival. We care about what you think & your comments could definitely help in our 'evolution'.

* You may choose to use this map as part of your maths studies in map reading (reading signs, aerial views, following & giving directions etc). This can be fun, relevant & partner or class activities can easily be developed. Example: One student decides where s/he wishes to go in the park. They write this on a piece of paper. This student then verbalises the appropriate directions. The partner follows the directions using their 'walking fingers' on the paper to find the destination

TEACHER'S NOTES Blackline Master Sheets are ordered according to the animals your students will find at the Reptile Park & are broken down into stages (ES1 - S3) thereafter. All the sheets from all stages are included because our crew at 'The Park' understand that a class is invariably comprised of students at different learning stages. Some of the Teacher's notes will include detail on particular animals to assist in the explanation of further activity ideas. If you need to have other fauna / flora facts, do not hesitate to access our website: www.reptilepark.com.au or call our helpful staff for further information.

ALLIGATORS ES1 Page 1 - students to practice writing the letter 'a' & colour the 'Gator' Page 2 - Large Drawing of Alligator, with feet & tail unattached. Students to colour, cut & attach moving parts with butterfly drawing pins. You may wish to increase to A3 size for ease of cutting and joining. Suggested Activities: • Class discussion about where alligators live, what their habitat may look like,

what they need…water to swim, land to bask, food to eat, places to hide. • Ask students to recall what they saw at Reptile Park in the Alligator Lagoon &/or

prior information about these reptiles. Write this information on Butcher Paper for future reference.

• Make a Wall Poster of an Alligators habitat based on visit & discussion. Teacher to draw outline of lagoon, plants, nests/eggs, prey items (fish/turtles etc). Students can paint these items. Glue the student’s Alligators on the poster.

• Use this poster as a 'word tree'. Teacher to write new or sight words on cardboard from the above class discussion to place throughout poster.

Page 3 - Students learning concept of living things growing & changing. 1. Mother dropping eggs in a nest 2. Baby Alligator hatching 3. Mum with baby ('showing her/him the ropes') 4. Students to fill in the blank (Answer: Adult Alligator). 5. The Baby Alligator comes from an EGG S1 Page 1 - Beginning concepts of an Information Report. Students are required to cut and paste the physical features of an Alligator in the correct places. Use the word 'labelling'. Suggested Activities: ES1 pg 2 can be used for this stage. As well as the corresponding 'Suggested Activities'.

TURTLES AND TORTOISES ES1 Page 1 - Students to fill in the missing letters & colour the Giant Tortoise Suggested activity: Ask the students to draw what they think these tortoises eat in the wild (cacti, grasses, leafy foods) or what they saw ‘Hugo’ & ‘Dippy’ eating at the ARP (Lettuce, Lucerne, Carrot, Squash, Pineapple Tops, Sweet Potato, Corn / Husks. Page 2 - Students to follow the basic maze and circle the great age these animals grow to. Answer: 150 years. Colour Hugo the Tortoise. Page 3 - Students to complete the picture by drawing what the long-neck turtle needs… 1. Water to swim, hunt & eat in…. N.B when we were kids, many people kept

these turtles as pets but didn't understand what they needed. Consequently they slowly starved as they were kept in the backyard & not in water

2. The Sun... Discuss the turtle's need to warm up in the sun for energy to do the aforementioned

3. Food…insects, insect larvae, carrion (dead animals - these turtles are the vacuum cleaners of the waterways)

4. Rocks for shelter, camouflage & basking. 5. Land for basking & travelling across to get to water if their water hole has dried up. S1 Page 1 - Students to trace the letters, fill in the blanks & colour the Tortoise. You may wish to do the suggested activity as outlined in ES1P1. Suggested activities: Class discussion on other words to describe the Galapagos Tortoises the students saw at the park. Make a classroom list and use some of these in your weekly spelling words. Page 2 - Students to follow a more complicated version of the maze in ES1 Page 2. Students will discover / clarify the great age these animals grow to. Answer: 150 years. Colour Hugo the Tortoise. Page 3 - See ES1 page 3 for explanation Page 4 - Students to design & draw their own road sign to help turtles cross the road more safely. You may wish to discuss the diamond shape and use this as a base for students to start from. Suggested activities: Discuss problems related to Turtles & roads. They often need to cross roadways to reach new waterholes for their continued existence. Many students' families may have seen turtles on roads. Discuss… 1. Why? 2. When? 3. How can we help? 4. What the safety rules are regarding roads.

TASMANIAN DEVIL

ES1 Page 1 - Students to use their writing skills to trace the letters in order to complete the sentence. Students to fill in the missing word: baby.

Suggested Activity 1: Teacher may access a picture with the correct 'Devil' colouration & use this sheet as part of a guided colouring lesson.

Suggested Activity 2: Class Discussion on what students observed Reptile Park Devils doing. Write list on the board under heading ‘Doing Words’. Ask students if they can add more doing words to the list. A possible action game is now available to the class whereby the teacher calls out a word and the students do the action – a little like Simon Says.

S1 Page 1 - Students to use their writing skills to trace the letters in order to complete the sentence. Students to fill in the missing words: baby & pouch

Suggested Activity 1: Teacher may access a picture with the correct 'Devil' colouration & use this sheet as part of a guided colouring lesson or choose to have the student colour the devil’s head based on the Australian Reptile Park Visit.

Suggested Activity 2: See ES1 Suggested Activity 2 and add some of these words to your spelling list.

KOALA ES1 Page 1 - Students to trace the letters to form the sentence practice writing the letter 'k'. Students can also colour the Koala. Page 2 - Students to fill in the missing letters to complete the sentences based on their knowledge of Koalas. Students are to draw some koalas in their home & use their knowledge on number & counting to write how many koalas they drew. S1 Page 1 - Students to practice writing & constructing their own sentences about the Koala they saw at the Park. Suggested Activity: Students to use ‘real life colours’ based on memory & pictures provided by teacher. Page 2 - Students to fill in the missing words. Students can use words below or you may prefer they complete the sentences without the use of this section. Students to access prior knowledge & memories of their visit to draw a Koala & what it needs.

BIRDS ES1 Page 1 & Page 1(b) - Students to investigate physical aspects & related concepts of a bird & be able to label them. Students are to cut & paste the words in Page 1(b) on to Page 1. To answer the one thing that makes a bird a bird (feathers) class is to discuss their prior experiences with birds (including Reptile Park visit). Colour the bird. Page 2 - Students to fill in the missing letters (K, C & gum). Colour. Students can learn Poem, recite as a class & practice their ‘Kooka’ sound. Suggested Activity: The whole class can learn the rhyme (you may want to put it to the music of a well-known song). Students can discuss other bird sounds & interchange the word Kookaburra with another bird name & sing the song of that particular bird. The class can also sit in a circle around a chair (this is the branch of a tree) singing this song. The teacher may choose a student to "fly" to the "branch", perch themselves on top of it & sing the Crow's / Magpie's / Lorikeet's etc song. Have some fun & give it a go! Page 3 - Students to learn "Kookaburra sits in the old Gum Tree" & use this song as part of a 'numbers game'. Students can colour. Suggested Activity: Teacher to choose X number of students to line up in the front of the room. The class is to sing the song. When it comes to the line "How many fall off the tree?" the teacher (or maybe the students) can choose who is to "fly" to the ground. As a class / individuals can state how many fell off the tree & / or how many are left. S1 Page 1 - Students to investigate the concept of living things growing & changing by completing this sheet on the Tawny Frog Mouth (a Nightjar not an Owl!). Students to draw an adult Tawny in the blank space based on their visit at the Reptile Park. Students are to name their pet Tawny (The Park's Tawnys are called "Chooky", “Spike” and “Jimba” & they are hard to forget!). They can then write a sentence or 2 describing their pet & what she needs / does etc. Page 2 - Students are to match the birds to their food items to demonstrate their knowledge of 'what a bird needs'. Pictures match as follows… Tawny - Mouse Magpie - Worm Lorikeet - Blossom / Nectar Cockatoo - Nuts & seeds Suggested Activity: Discuss the appearance, behaviour, habitat, and sightings of these birds with the class. The students can then theorise as to why this food is the 'obvious catch' for a particular species of bird.

Page 3 - Students to colour the Black Cockatoos according to the colour code. Students are to count, draw then recount the birds in the tree. Page 4 - Students are to use the blackline master to write information report on the Rainbow lorikeet. This could be a whole class activity guided by the teacher. Teacher can access further information on the Rainbow Lorikeet during the visit to the Park (See the sign in front of the aviary). Or hey, you may give the students a choice on what bird they wish to study and use this sheet for the final draft of individual research. Why not use it in their portfolio? Suggested Activity: Discuss… Movement Appearance Habitat Food: NB the following sheets can be used in addition to the above ES1 Page 1 - as preliminary discussions on birds ES1 Page 2 - extension work ES1 Page 3 – Maths game

CASSOWARY ES1 Page 1 - Students to practice writing the letter 'c' through trace & colour the Cassowary. Fill in the missing letters. Suggested Activity: Guided colouring using overhead i.e. the correct colours Page 2 - Students to fill in the missing letters to complete the sentence about the Cassowary. You may also wish to give students the letters to choose from. S1 Page 1 - Students to trace the title…'The Cassowary' and practice writing it by beginning a sentence about this bird (what they know/what they saw). Students are to draw and colour a cassowary in its habitat. Suggested Activity: Guided colouring using overhead or students to resource own pictures for the correct colours Page 2 - Discuss as a whole class how the male Cassowary is the prime carer of his offspring. Students to follow the maze to match the male with his chicks (use this language). Students to fill in the blanks to reiterate this aspect of "Big Bird Life" (Dad/dy & chicks)

WOMBATS

ES1 Page 1 – Students to read the sentence & colour the picture. Cut & paste the sentence boxes & picture into the students ‘working’ or ‘English’ book. Students have the opportunity to re-create the sentence for themselves. Suggested Activity 1: After or before the students complete the sheet, teachers can use the resource “Dig like a Wombat” by Don Spencer. Students can learn the song (words & music) & then as part of a music lesson another activity can be carried out…Students to form a circle & on hands & knees can following the leader by walking around to the beat of the Verses. When the chorus is playing, students can stop on the spot and begin using hands to pretend digging. Suggested Activity 2: As part of a ‘whole class’ lesson, teachers can guide students in accessing the relevant information about Wombats from the song. This information and that gathered at the Reptile Park can then assist in creating a class information report (to be written on the board). Teachers can then use the basic information report blackline master found in ‘BIRDS, S1 Page 4’. This sheet offers the opportunity to copy the heading ‘The Wombat’, draw their own wombat & copy class information report from the board. Suggested Activity 3: A class wall poster can be created. Teacher to draw a Wombat habitat (Initially, teacher to sketch on board with help from students) on cardboard (above ground substrate & vegetation, burrow, rocks, wombat deep in the burrow). Students to paint. Teacher to copy an outline of a small wombat, photocopy & use to create a ‘word tree’ throughout the poster based on sight / phonetic words relevant to students learning level. S1 Page 1 – Students to use their writing skills by tracing then copying the sentence ‘Dig, dig, dig like a Wombat’ & colour picture. Suggested Activities: See Wombats ES1 Page 1 suggested activities Page 2 – Students to study the picture & write their own narrative. Colour the Picture

CROCODILES ES1 Page 1 – Students to join the dots to find Elvis recall visit & draw him in his yard. Students to then write a sentence about what Elvis is doing. Page 2 – Students to colour Elvis S1 Page 1 – Students to recall their visit to the Park in order to draw Elvis in his pool. Students to then describe what he was doing when they saw him at the Reptile Park. Suggested Activity: You may wish to explain the heading (‘Enclosure’). Discuss what it means, other possible words for it, why the word ‘cage’ wasn’t used (ie. a more natural image relative to zoos to when we were kids eg. Concrete floors and metal bars. But Elvis’s home is not exactly a muddy swamp or the ocean. Discuss the need for an animal to be visible at a zoo, cleanliness and necessity of heat in this part of Australia (Croc’s come from the north where the temperature is higher). Page 2 – Students may complete this ‘Find Out’ sheet about Elvis the Crocodile at the Park or from their recollections in the Classroom situation. Answers are as follows… 1. Elvis is 5 metres 2. Elvis comes from the Northern Territory 3. Elvis is a Saltwater Crocodile 4. Elvis eats Fish & Chicken 5. Elvis has a FOOT missing Students are then to colour Elvis (Real Life Colours & Patterns!)

Page 3 – The Class can construct an information report on crocodiles based on prior knowledge & Reptile Park visit. Students can copy this class creation from the board to their Blackline Master (Blank) NB For another activity see ES1 Page 2 above (Colour Elvis)

LIZARDS ES1 Page 1 – Students to use their writing skills by tracing the sentence “Bluey the Blue Tongue Lizard has a blue tongue” & colour the picture (Make sure his tongue is blue!) Page 2 – Students to fill in the missing letters to complete the words “Blue Tongue Lizard”. Students are then to draw & label the ‘Bluies’ food, home & defences. Instruction… Draw what the Blue Tongue needs to survive. Suggested Activity 1: Class discussion about where Blue tongues live, how they get what they need from their habitat & how they survive threats. Use Butchers Paper to record information under the headings: Food, Home (interchange with the word shelter too!) and defence (interchange with the word protection). Use prompting questions to bring out the following information 1. Food: snails, spiders, slugs, slaters, centipedes, vegetables, strawberries,

bananas, dog/cat food 2. Shelter: Under the house, in cracks & crevices, under rocks, logs, in gardens 3. Defences: ~ Due to habitat choices, Bluies find themselves not veering too far away from

the safety of their own home. No wonder, because with residential areas comes families & with them come other pets (dogs, cats – these animals are natural & effective predators).

~ Huffing, puffing, flashing blue tongue. They’ve got a very strong jaw too! ~ Dropping off their tail as a decoy Suggested Activity 2: Teacher to use an outline of the Blue Tongue to write words from the discussion (recorded on butcher’s paper). Add this to a class wall poster based on a Blue Tongues habitat. The habitat may be a backyard with lots of ‘needs of’ & ‘threats to’ a Blue Tongue Lizard. Teacher can draw outline of yard including plants, a vegetable garden, a strawberry patch, snails, a funnel web spider, dogs, cats, etc. Students to help paint items. Use this poster as a word tree & use the words from the above class discussion to place throughout poster. S1 Page 1 – Students to draw their favourite lizard from the Reptile Park & its possible food items. Students to describe what this Lizard was doing when they saw it? Page 2 – Students are to help the Bearded Dragon find its lunch by completing the maze.

SNAKES ES1 Page 1 – Students to complete the sentence through forming the letters, particular emphasis on ‘s’. Students to colour the ‘Rainbow Serpent’ S1 Page 1 – Students are introduced to the concepts of Procedural Text in this activity. This could be done as a guided class lesson. Students to create a visual text appropriate to the sequenced stages. NB It would be most beneficial to students if teacher conducted lesson through role play & it is advised that a more detailed discussion take place for the students’ greater understanding of ‘What to do & When? For example, step 3 is subjective, but it would be safe to indicate to students what approximately 1 metre away looks like. So use physical examples. For step 4 you may wish to explain that 80% of people bitten by snakes are trying to pick the snake up or kill it. It would be safer for all concerned if Mum and Dad contacted their local animal rescue agency like WIRES and WILDLIFE ARC if they wanted a snake removed. Page 2 – Students to choose a snake that you would like to have as a pet. They are then to write about why it is the best pet in the world. Even though this activity is based on fiction, research would be beneficial & more importantly snake safety needs to be emphasised in a whole class discussion.

SPIDERS ES1 Page 1 – Students to trace the sentence ‘Redbacks can bite. Ouch!’ (Discuss full stop & exclamation point). Picture for colouring is colour coded so students can colour the spider correctly. Page 2 – Students to colour the St Andrews Cross Spider, draw the web, count the number of legs & body parts & state possible predators. You may wish to show students a picture of this spider in its large web with the zig-zag cross behind it. Suggested Activity: Teacher may choose to make an overhead of the Spider picture, research the colour, location (most spider books on natives will have a picture of one) & guide students as if an art lesson. Colours are easily accessible: yellow, red, black & white. You may even know where a live one is! S1 Page 1 – Students are to read the acrostic poem, copy the first letter from each line to discover the mystery spider & then draw the animal in the adjacent box Page 2 – Students are to use their Park visit, prior knowledge & / or research to answer the following questions: ~ Spiders eat….insects, other spiders, lizards, small birds ~ Spiders are eaten by…….Bettongs, Potoroos, lizards, birds, other spiders ~ What should you do if you find a spider……….LEAVE IT ALONE! Observe from a safe distance. They really are amazing creatures!!!! ~ Spiders can be found…

Under bark In spider webs / in the trees Under rocks In burrows In grass Under water On the ground

BLACKLINE MASTER SHEETS

ES1- S1

ALLIGATORS

ALLIGATOR A A A a a a

Alligator ES1, P1

Colour, Cut and Attach Moving Parts

Alligator ES1, P2

Draw the missing alligator

The Baby Alligator comes from an ___________________

Alligator ES1, P3

Information Report Name___________________________ Date____________

Cut and Label

Tail_ _Teeth_ _Nose_ _Eyes_

_Toes _Feet_ _Body_ _Scales Alligator S1, P1

TURTLES &

TORTOISES

Turtles & Tortoises ES1, P1

The Galapagos Tortoise is b_g and sl_w.

“Hugo” is one of our giant Galapagos tortoises. Trace the line to find out how long he will live. 150 years 300 years 200 years

Turtles & Tortoises ES1, P2

LLOONNGG--NNEECCKK TTUURRTTLLEE LLOONNGG--NNEECCKK TTUURRTTLLEE Draw the things that a long-neck turtle needs Draw the things that a long-neck turtle needs

Turtles & Tortoises ES1, P3

Turtles & tortoises S1, P1

Turtles & tortoises S1, P2

LLOONNGG--NNEECCKK TTUURRTTLLEE LLOONNGG--NNEECCKK TTUURRTTLLEE Draw the things that a long-neck turtle needs Draw the things that a long-neck turtle needs

Turtles & Tortoises ES1, P3

Make a road sign to help turtles to cross the road safely...

Turtles can’t read silly!

This sign is for the drivers.

Turtles & Tortoises S1, P4

Tasmanian Devil

_ _ _ _

Tasmanian Devil ES1, P1

Colour in the Devil’s head.

Tasmanian Devil S1, P1

koala

Koalas ES1, P1

Koalas S1, P1

Koalas ES1, P2

Draw some koalas in their home.

How many Koalas did you draw?

Write a sentence or two about the Koala you saw at the Reptile Park.

Koalas S1, P1

Homes claws gum baby food Draw a Koala’s home and food

Koalas S1, P2

BIRDS

Birds ES1, P1

eggs

nest song

tree

wings feathers

beak

Birds ES1, P1(b)

__ookaburra, __ookaburra

__ome & sing with glee.

perched on the branch

of an old __ __ __ tree.

Oooh-aaah-oooh-aaah.

Oooh-aaah-oooh-aaah.

Birds ES1, P2

Kookaburras sit in the old Gum Tree

Merry, merry kings of the bush are thee

Laughing Kookaburras

Laughing Kookaburras

How many fell off the tree?

Birds ES1, P3

Draw the missing Tawny Frog Mouth.

My Tawny Frog Mouth’s name is ___________ ______________________________________________________________________________

______________________________________________________________________________

Birds S1, P1

Magpie

Lorikeet

Cockatoo

Birds S1, P2

COLOUR THE COCKIE!

Follow the code to colour the black cockatoo.

How many Black Cockatoos can you count in the tree?

Add more to the flock by drawing some more of your own.

How many Cockies are in the tree now?

Birds S1, P3

Birds S1, P4

CASSOWARY

Cassowary

C c

The _assowary is _ig . Cassowary ES1, P1

This b_g bird cannot f_y but it can r_n

and k_ck.

It is a C_ss_wary.Cassowary ES1 P2

Cassowary S1 P1

BIG BIRD LIFE

Help the Cassowary find his chicks

Cassowary S1, P2

WOMBATS

Wombat ES1, P1

Wombats S1, P2

Wombats S1, P1

YYOOUU WWRRIITTEE TTHHEE SSTTOORRYY

Wombats S1, P2

CROCODILES

Elvis the Crocodile Join the dots to find Elvis. Draw him in his yard.

What is Elvis doing?

Crocodiles ES 1, P1

ELVIS

Crocodiles ES 1, P2

Draw Elvis in his pool

What was Elvis doing when you saw him at the Reptile Park?

Crocs S1, P1

6. How long is Elvis? 1 metre 2 metres 5 metres

7. Where does Elvis come from?

Gosford Northern Territory Tasmania

8. What type of crocodile is Elvis? Saltwater Freshwater Alligator

9. Elvis eats...? Fish & Plants Fish & Chicken Fish & Chips

10. Eric has massive _ _ _ _ _

Crocs S1, P2

Crocs S1, P3

LIZARDS

Lizards ES1, P1

B_ _ e _ongue Li_ard

Food Home Defence

Draw what the Blue Tongue needs to survive.

Draw what the Blue Tongue needs to survive Lizards ES1, P2

What does a lizard put in its gizzard? Draw your favorite Lizard from the Reptile Park. Draw what it eats.

What was this lizard doing when you saw it?

Lizards S1, P1

Lizards S1, P2

SNAKES

Snakes ES1, P1

If you see a snake in the bush you must...

1.

1. Leave it alone.

2.

3.

2. Stay as still as a statue...

3. and when it is far enough away...

4.

4. Turn and run to an adult. Tell them what you saw and where...

Snakes S1, P1

Choose a snake that you think would make a good pet (not a venomous one, silly!) Write about why this is your favourite pet. But first, find out as much as you can before you choose.

Me & My Snake ____________________

Snakes S1, P2

SPIDERS

1

2

Spiders ES1, P1

1Colour the Spider 1 = black 2 = red

1. How many legs can you count? _________________________________________________ _________________________________________________ 2. How many body parts? _________________________________________________ _________________________________________________

3. This spider could get eaten by a hungry _________________________________________________ _________________________________________________ 4. Draw the spider in a web then colour it in.

Spiders ES1, P2

Rocks and logs and Even under dunnies Down the cracks Between the bricks All these places Can be their homes Know now to beware

Copy the first letter from each line to make the word

___ ___ ___ ___ ___ ___ ___ Spiders S1, P1

1. Spiders eat ____________________________________ __________________________________________________ __________________________________________________ 2. Spiders are eaten by ___________________________ __________________________________________________ __________________________________________________ 3. What should you do if you find a spider __________ __________________________________________________ __________________________________________________ 4. Draw a bush scene. Draw where you may find spiders.

Spiders S1, P2